Abstract:
This study builds on and contributes to work in the field of parental engagement among lower income families in Gauteng. Although a number of studies have examined the importance of parental involvement and the challenges experienced by lower income families, there has not been a strong focus on the management of parental engagement in children’s learning and the recognition of more subtle forms of engagement. The purpose of this study was to explore practical forms of parental engagement that could be implemented by socio-economically vulnerable parents. It aimed at giving recognition to a wider range of efforts and behaviours, which might seem subtle or be overlooked. This study thus sought to investigate ways in which parental engagement could practically be managed by the school under study and the lower income parents within the school community. The data for this mixed methods study were collected through a survey in the form of a questionnaire using purposive sampling. In addition, focus group interviews in the form of a workshop and semi-structured individual interviews were conducted. This study draws strongly on the work of Hoover-Dempsey and Sandler who explained how parents’ perceptions of themselves and of the school influenced their decisions to be involved and engaged in the learning of their children. This study further drew on work conducted by Joyce Epstein who identified different types of parental involvement, including parenting, communication, and learning at home. This action research study therefore collaboratively explored practical ways in which parental engagement in the learning of children could be managed.
